Parent term: Learning
1 child term
Work based learning is an educational approach for secondary and postsecondary students that provide opportunities to achieve employment- related competencies in the workplace, actually it provides students with knowledge and skills that help them connect school experiences to real-life work activities. Work-based learning is often undertaken in conjunction with classroom or related learning, and may take the form of work placements, work experience, workplace mentoring, instruction in general workplace competencies, and broad instruction in all aspects of industry.
(Adapted from NCVER - See definition below)
Source: UNEVOC community
|Organisation: || UNESCO-UNEVOC International Centre, Global|
|Source: || UNEVOC community (2008-2014)|
|Description: ||Definitions adapted or created by the UNEVOC community through the former TVETipedia project. The UNEVOC community is composed of more than 3000 experts from all around the world. |
Programs for both secondary and postsecondary students which provide opportunities to achieve employment-related competencies in the workplace. Work-based learning is often undertaken in conjunction with classroom or related learning, and may take the form of work placements, work experience, workplace mentoring, instruction in general workplace competencies, and broad instruction in all aspects of industry.
Source: NCVER 2013, Australia
|Organisation: || National Centre for Vocational Education Research (NCVER), Australia|
|Source: || Glossary of VET (2013 - online version continuously updated, Accessed in Jan. 2016)|
|Description: ||The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.|
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. Website
acquisition of knowledge and skills through carrying out – and reflecting on – tasks in a vocational context, either at the workplace (such as alternance training) or in a VeT institution.
Source: CEDEFOP 2014, Europe
|Organisation: || European Centre for the Development of Vocational Training (CEDEFOP), Europe|
|Source: || Terminology of European education and training policy (2014)|
|Description: ||What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?|
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website)
Learning taking place through carrying out and reflecting on work tasks in a real environment
Source: EU commission (NRDC) 2011, Europe
|Organisation: || National Research and Development Centre for adult literacy and numeracy (commissioned by the EU), Europe|
|Source: || European Adult Learning Glossary level 1 (2011)|
|Description: ||This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Two glossaries have been produced in the course of this project. The glossary presented here –the Level 1 glossary –is intended to be a practical reference tool for policy-makers and administrators that will enable better communication between the Member States.[...]|
Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, University of London, and carried out in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE) in Bonn, the Agence Nationale de Lutte congtre L'illetrisme (ANLCI) in Lyon, the University of Sheffield, and the University of Warsaw. pp. 2-3 (About)
The exposure and interactions required to practice the integration of knowledge, skills and attitudes required in the workplace.
Source: SAQA 2013, South Africa
|Organisation: || South African Qualifications Authority (SAQA) , South Africa|
|Source: || TVET Standard Glossary of Terms (2013)|
|Description: ||This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). |
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. Website